TECHNOLOGY FACILITATION STANDARD IV TF-IV: Assessment and Evaluation Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.
Self-Assessment
In the current age of accountability, educational leaders are required to be more skilled in assessement and evaluation than their predecessors were (Williamson 2009). As a Technology Applications teacher, I sometimes find myself not only coming up with exciting lessons that follow the TEKS, but also help promote cross-curriculum learning with technology. I am always looking for rubrics or online tools that provide immediate evaulation and feedback. For the past three years, my district has been using an online end of semester assessment in anticipation of the state Tech Apps test. Our results have improved each year, but we still have a way to go. The area we are still struggling to squeeze in and adequately cover is Web 2.0 tools. Perhaps, if we were to administer the test at the beginning of the semester as well we would know which NETS·S we should spend more time on.
Learn as a Learner
According to Mason (2005), while adequate funding is essential to close the digital divide, funding spent unwisely will not help. Decisions on purchase of technologies should be integrated within a plan developed with adequate consideration of educational, technological, and societal trends. To address the digital divide, schools must provide full access for special student populations-- especially those with disabilities--to the Internet, distance learning, and multimedia materials. To ensure all students can access the Internet, students with special needs can benefit from features like Web trackers, which let them make their own decisions on font size, color, and other UDL features (Mason 2005). UDL was the group collaboration project done in EDLD 5364. It was a 5th grade Social Studies assignment with online access for all students with evaluation and assessments included. Lifelong Learning Skills
It is unclear what path technology literacy assessemnts will take in the future. Some forecast that full-scale implementation of rigorous technology literacy assessments--whether stand-alone or integrated into current high-stakes exams in other content areas--may be almost a decade from full-scale implementation. Until then, it will be the role of technology facilitators and leaders to sustain and propel the work until meaningful, high-quality solutions are readily available (Williamson 2009).
References Mason, C. and Dodds, R. Bridge the Digital Divide for Educational Equity. The Education Digest. 70,9. Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards. Eugene, OR: International Society for Technology in Education.
TF-IV: Assessment and Evaluation
Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies.
Self-Assessment
In the current age of accountability, educational leaders are required to be more skilled in assessement and evaluation than their predecessors were (Williamson 2009). As a Technology Applications teacher, I sometimes find myself not only coming up with exciting lessons that follow the TEKS, but also help promote cross-curriculum learning with technology. I am always looking for rubrics or online tools that provide immediate evaulation and feedback. For the past three years, my district has been using an online end of semester assessment in anticipation of the state Tech Apps test. Our results have improved each year, but we still have a way to go. The area we are still struggling to squeeze in and adequately cover is Web 2.0 tools. Perhaps, if we were to administer the test at the beginning of the semester as well we would know which NETS·S we should spend more time on.
Learn as a Learner
According to Mason (2005), while adequate funding is essential to close the digital divide, funding spent unwisely will not help. Decisions on purchase of technologies should be integrated within a plan developed with adequate consideration of educational, technological, and societal trends. To address the digital divide, schools must provide full access for special student populations-- especially those with disabilities--to the Internet, distance learning, and multimedia materials. To ensure all students can access the Internet, students with special needs can benefit from features like Web trackers, which let them make their own decisions on font size, color, and other UDL features (Mason 2005). UDL was the group collaboration project done in EDLD 5364. It was a 5th grade Social Studies assignment with online access for all students with evaluation and assessments included.
Lifelong Learning Skills
It is unclear what path technology literacy assessemnts will take in the future. Some forecast that full-scale implementation of rigorous technology literacy assessments--whether stand-alone or integrated into current high-stakes exams in other content areas--may be almost a decade from full-scale implementation. Until then, it will be the role of technology facilitators and leaders to sustain and propel the work until meaningful, high-quality solutions are readily available (Williamson 2009).
References
Mason, C. and Dodds, R. Bridge the Digital Divide for Educational Equity. The Education Digest. 70,9.
Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards. Eugene, OR: International Society for
Technology in Education.